SUMS Math

Snail Sums (CA11)

Understand the principle of addition.

Easy: Add up small numbers that total to ten or less. Enter the totals for two groups of snails, and then add the two together.

Harder: As above, but numbers can total up to twenty.

Students can use the answer grid as a number line. The result is written out for the student to see. For example 4 + 5 = 9.

Rabbit Takeaway (CA12)

Understand the principle of subtraction.

Easy: Screen shows a number of rabbits up to ten. The student is asked, "If x number run away, how many are left?" If the right answer is given the rabbits do run away.

Harder: As above, but starting with up to twenty.

The activity introduces some of the relevant vocabulary, including how subtraction is written in figures and words.

Candy Scales (CA13)

Understand what is meant by the phrase "How many more make...?" as an alternative way to express subtraction.

Easy: The student sees a set of scales with candies on both sides. It is therefore not balanced. They are asked "How many more make", etc. to balance the scales. Numbers up to ten are used.

Harder: As above, with numbers up to twenty.

This activity also introduces the idea of balance, as used much later in equations and algebra.

Sign Spinner (CA14)

Understand the symbols and words used when writing additions and subtractions.

Easy: The student has to press the "drop" button to insert the correct sign in a simple addition or subtraction equation.

Harder: As above, but with both signs and words.

Uses a simple game to add fun to the introduction of a basic skill. This activity also encourages students to do mental arithmetic.

How Many (NU11)

Count numbers up to twenty on the screen, and then click the correct place on a number line.

Easy: Count the number of objects (dogs, cats, or frogs) up to ten. Press the correct written number on the answer buttons.

Harder: As above, but with up to twenty objects.

A simple repetitive exercise usually used by teachers or parents working together with students. The numbers are "said" aloud when the correct answer is achieved.

Counting Up (NU12)

Begin the process of counting objects.

Easy: Pictures of animals appear on the screen as the mouse is clicked. The student has to stop when they have generated the correct number.

Harder: As above, but using numbers up to twenty.

The activity design encourages the student to count up numbers, either in their head or speaking.

Silly Sequence (NU13)

Understand what is meant by a sequence or pattern of numbers.

Easy: Elephants in a row provide a visual display of a sequence of small numbers. The student is then asked for the next number.

Harder: As above, with up to twenty elephants.

Additional information is shown about the size of the jumps. Sequences can go down as well as up, so a jump of -2 is possible, an introduction to negative numbers.

Odds and Evens (NU14)

Understand the concept of an odd and an even number.

Easy: If the student selects an odd number then the Pink Puppy gets a bone. If not then all of the bones are shared evenly between the two other dogs. There are up to ten bones.

Harder: As above, but with up to twenty bones.

This is an amusing way to demonstrate that it really can matter whether a number is odd or even, particularly if you are a Pink Puppy.

Card Games (CA21)

Learn basic number bonds for pairs that add to ten.

Easy: The student has to select the card that combines with another to make a total of ten.

Harder: There are three cards, two of which add to ten. The student has to add all three, but recognizing the two that total to ten makes this easier.

This is also a useful introduction to playing cards.

Roo Moves (CA22)

Understand how to easily add or subtract numbers like 9 and 21 that are close to multiples of 10.

Easy: The student has to move 8, 9, 11 or 12 squares on a number grid. This encourages the student to do the calculation by adding or subtracting ten, and then adjusting the answer.

Harder: As above, but extends the question to add or subtract numbers like 18, 19, 21, and 22.

The mark system notes accurate performance to encourage students to do many questions.

Count Up (CA23)

Develop the idea of "counting up" as a way to find the difference between two numbers.

Easy: Suzie the Spider needs a ladder. The student selects one and then checks that it is the correct one by counting up.

Harder: As above, but using only Suzie's 8 legs to help the process of counting up.

Simple Partition (CA24)

Understand that counting tens and units separately, and then combining the answer, is a useful method.

Easy: A step-by-step approach to adding up two numbers. First the tens are added, and then the smaller numbers. The two answers are then combined.

Harder: As above, but with harder numbers and less help for the student.

A good introduction to more formal written methods later.

Word Game (NU21)

Relate numbers written as words to numbers written as figures, for numbers up to ninety-nine.

Easy: Pinball-like game where the student has to match the number written on the ball to the words on the answer buttons. Numbers from 21 through 99.

Harder: As above, but with the words on the answer buttons written in a random order.

When the student enters an incorrect answer, they can see which, if any, part is correct.

Safe Numbers (NU22)

Arrange numbers up to ninety-nine into order.

Easy: Swap three numbers on a safe door until they are in order. When the safe door opens, there are a variety of things inside.

Harder: Drag and drop numbers to open a locked case. There are six two-digit numbers to put into order. Numbers can be removed and replaced when the student recognizes that they have made a mistake.

This exercise also helps develop the skill of swapping pairs to put things in the right order.

Fruit Drops (NU23)

Understand the meaning of the tens and units within a number.

Easy: Students have to fulfill an order by packing a box using groups of ten, and single pieces of fruit as appropriate.

Harder: The student has to add numbers based on seeing groups of tens and units.

This activity is often developed by teachers into a practical exercise for the students packing physical objects in the classroom.

Square Detective (NU24)

Become familiar with a 100 number square.

Easy: There is a hidden number square. Students have to find a given number by moving across the square, revealing a trail of numbers as they go. For a maximum score they need to take the least possible steps.

Harder: Students have to work out where to click on each given number in the square to spell out a word.

River Racing (CA31)

A simple times table game.

Easy: When the student gets a question correct, their boat moves. Meanwhile the other boat is making a gentle progress towards the finish line. The Easy option covers the simplest times tables.

Harder: As above, but covers all of the times tables.

The times tables to be tested can be pre-set.

Division Factory (CA32)

A number factory scenario for what is at base some simple testing of division using small numbers.

Easy: The student has a limited time to answer, or they lose their go. Division by 2 or 10.

Harder: As above, but with division by 3, 4, or 5.

Double Drips (CA33)

Doubles of multiples of 5 or 50.

Easy: The plumber climbs the ladder to repair the leak, but only when questions are answered correctly. Uses multiples of 5 up to 100.

Harder: As above, but with doubles of multiples of 50 up to 500.

Very popular with many students because of the gradual build up of time pressure to avoid a flood.

Planet Halves (CA34)

Calculate half of the given numbers.

Easy: There are a number of planets with numbers up to 200 on. The student must select the one which is half of an original number. They must then say whether that number can also be divided by two.

Harder: As above, but with numbers up to 1,000.

Picto Perfect (HD31)

Using and creating Pictograms.

Easy: The student has to interpret the Pictogram to solve the problem. There are multiple-choice answers. Pictures can represent one, two, or ten items.

Harder: The student is given a partly completed Pictogram and has to drag more pictures onto the Pictogram to complete it. Often there is a choice of using a full picture or a half picture.

Tally Ho (HD32)

Using and interpreting Tally Charts.

Easy: Students often learn to create Tally Charts by counting passing cars. That is replicated here, with three possible car types passing by. The student or teacher can set the delay between cars for students with different reaction times. When a set number of cars have passed, the student is asked to turn the "tallies" into numbers. The results are marked.

Harder: The student is given a completed Tally Chart and has to create a corresponding Bar Chart using drag and drop methods.

Lighthouse Tables (HD33)

Interpret information given in a table.

Easy: The activity provides information in tabular form and asks the student to judge whether a given statement is true or false. As correct answers are given, the lighthouse lights go on.

Harder: The student is given an incomplete table of information and some statements. The student has to drag the missing values into the table.

Simple Sorting (HD34)

Sorting data using Carroll diagrams with two independent criteria.

Easy: The student has to drag all of the shapes into place as quickly and accurately as they can; for example, a red pentagon or a yellow triangle.

Harder: As above, but using small numbers and criteria such as whether they are multiples of three or five.

Mystery Train (NU31)

How to spot multiples of 2, 5, 10, and 50.

Easy: The student selects one of two trains to board, depending upon whether the fare can be divided by 2, 5, or 10.

Harder: As above, but including whether numbers can be divided by 50.

When correct answers are given, the train goes on a three-stop journey. This can be used to encourage more able students to look at a map and plan their own journeys.

Snake Sequences (NU32)

Solve problems involving sequences with a regular step size.

Easy: The start and end values of a sequence are given, and the student is told the step size. They then have to drag snakes into place to complete it. The answer is then marked, showing each difference.

Harder: As above, but the step size needed must be discovered by the student.

Odd Socks (NU33)

Rapid recognition of numbers and their "pair equivalent".

Easy: The student has to pair a whole number of socks with the equivalent number of pairs. They also have to spot where a sock is left over.

Harder: As above, with larger numbers.

Bug Traps (NU34)

Develop the basic skill of counting up to ten and then grouping the tens together in order to count large numbers of items.

Easy: Bugs are trapped into cages. The student has to trap them in batches of ten. Too many and they escape.

Harder: Similar except needing better coordination on the part of the student as the bugs fall into the container.

Though the exercises are simple, they force the student to concentrate on counting up to ten in their heads.

Motor Maze (SS31)

Understand how to give simple directions.

Easy: The student has to guide a car through a maze using simple steps; for example, Forward or Clockwise.

Harder: As above, but the student has to put a number of steps into order first as the car will attempt to cross the maze in one go.

The Harder exercise teaches several useful skills, not least how to "swap" items to get them in the desired order.

Symmetry Spotter (SS32)

Learn a method for testing line symmetry.

Easy: The student has to say whether a flag has a given line of symmetry. They then watch while half of the flag is reflected, and the result compared with the original.

Harder: The student has to decide how many lines of symmetry a given road sign has, and then drag it into place.

Hidden Craft (SS33)

Know how to locate an item on a grid using square references such as B3 or D8.

Easy: The student has to enter a grid code for squares in a simple grid in order to uncover some ships.

Harder: As above, but with a much bigger grid. The student is not given grid locations but has to work them out by looking at partly uncovered pictures.

Tile Maker (SS34)

Make tiles that replicate a given pattern.

Easy: The student is shown a pattern made by three tiles in a row. They have to create the correct tile that will reproduce the pattern.

Harder: As above, but with larger tiles and looking at more of them in the initial pattern.

Multiplying Frogs (CA41)

Learn quick methods to multiply.

Easy: How to multiply by 4, 5, or 20 in two steps. The student identifies which method is relevant:
a) Multiply by 4 - multiply by 2 twice.
b) Multiply by 5 - multiply by 10, then take half of the result.
c) Multiply by 20 - multiply by 10, then double the result.

The student then works through examples to help a frog cross a river.

Harder: Combining the information from two known times tables to make an unknown one.

Partition Factory (CA42)

Multiplying by splitting the problem into two using tens and units.

Easy: Explains how to multiply a two-digit number by a one-digit one by splitting the larger number, doing the multiplication, then recombining.

Harder: As above, but showing the student how to use a simple grid to work out the answer.

The Easy option uses the concepts of number machines.

Nines and Elevens (CA43)

How to multiply by ten then adjust, as a method for multiply by nine or eleven

Easy: This is a game that asks the student to drop the ball at the correct time for each of the two stages.

Harder: A more traditional exercise in multiplying by 9 and 11, using a layout that the student might use on paper.

Place Value Darts (CA44)

Relate known facts from times table knowledge to harder questions involving multiples of ten.

Easy: The student selects an answer and then watches as the correct calculation is followed through. If they are correct a dart is thrown. They have to get to a total of 101 to win.

Harder: Similar questions, but the student has to click in the correct place on a dartboard to give their answer. They can choose to click on doubles, trebles, or even the bull.

Butterfly Data (HD41)

Learn how to classify data so that a database can be made, then interpret results expressed as charts.

Easy: The student is given a book of butterflies. They have to classify them according to factors like wingspan and habitat.

Harder: The completed database from the Easy option is shown. The student has to answer questions by looking at either the raw data or the Pie Charts and Bar Charts made from the data, as appropriate.

The database in the Harder option is always complete, so it is not necessary to complete the Easy option first.

Broken Bars (HD42)

Interpret and create bar charts.

Easy: The student is given a bar chart that is showing incorrect information, and some information to help them correct it. They drag the bars into place.

Harder: The student is given a bar chart that has no values on the vertical axis and some information to help them work out what should be there. They then have to answer a question.

Venn Values (HD43)

Place values on Venn Diagrams.

Easy: This activity displays some simple two-circle Venn Diagrams. The student reads some related statements and decides where in the Venn Diagram they should click.

Harder: This uses a three-circle Venn Diagram. Each circle represents a mathematical group, such as "Multiples of 4". The student is given various numbers and has to click in the appropriate place.

The number work involved in the harder option adds an additional challenge.

Convert It (HD44)

Use conversion charts.

Easy: The student has to decide which of three answers is nearest to the correct conversion. A range of units is used.

Harder: A game based on converting currency between Pounds, Dollars and Euros. The student has to say which of two amounts is worth most.

The student wins when a correct conversion is made, and loses when a mistake is made.

Counting Sheep (NU41)

Estimating larger numbers.

Easy: Up to 50 sheep wander around a field eating grass. The student has to estimate how many there are.

Harder: As many as 50 more sheep. The student can divide the field into four using grid lines if they find that helpful.

Because there are always too many sheep to count, the student must start to estimate numbers.

Funny Faces (NU42)

Learn to estimate proportions.

Easy: The student has to estimate how many faces that meet the given criteria; for example, "yellow". They change regularly to discourage counting.

Harder: The student has to estimate what proportion of faces has a particular shape. The fractions used are also harder.

Hedgehog Catch (NU43)

When to round numbers up or down.

Easy: The student has to decide whether to round a number up or down, as a balloon bounces between two hedgehogs. The reason for the correct answer is shown using a number line.

Harder: Decide how to round the number to the nearest ten or hundred given four possible answers.

Dollar Bills (NU44)

Sensible use of rounding in a practical situation.

Easy: The student has to pay in the way that requires the least change.

Harder: As above but with higher amounts. Sometimes not all possible values are available, making the challenge harder.

This exercise forces the student to think ahead and plan how they will reach a given number.

Fruit Picker (SS41)

Solve a problem, and become familiar with common rotations.

Easy: The student has to turn the Fruit Picker through a number of degrees in order to pick fruit. All six items of fruit can be picked in six goes, if the student plans ahead.

Harder: As above but with more angles to choose from and harder challenges.

Less able students find challenge in picking any fruit. More able ones seek to do it in the fewest goes.

Perfect Patterns (SS42)

Make symmetrical patterns.

Easy: The student has to complete a symmetrical pattern on a grid with a single mirror line. If they make too many mistakes then they lose.

Harder: As above, but with two mirror lines.

An exercise that can often lead on to extended work by the student on paper.

Shape Sorter (SS43)

Become familiar with common two- and three-dimensional shapes.

Easy: The student has to match the name of a shape to its picture. When they get a correct answer the shape animates; for example, a decagon might start as a regular shape and then be shown in several other possible forms.

Harder: Match the description of a shape to its picture, arranged as a game with two rows of three cards.

Compass Points (SS44)

Become familiar with the points of a compass and use them to solve problems.

Easy: Follow the instructions to move around a map, where instructions are movements using a 4-point or an 8-point compass.

Harder: Position symbols on a grid according to clues expressed in terms of compass directions; for example, "this is 2 steps North-East of that".

Bracket Basics (CA51)

Understand that brackets control the order in which calculations are made.

Easy: Solve problems that use a single set of brackets by dragging numbers to the correct place in an outline calculation.

Harder: Solve problems that use two sets of brackets in various combinations.

The student learns how brackets work by watching while their answer is worked through.

Same Game (CA52)

Learn that numbers can be multiplied together in any order without changing the answer.

Easy: Find the different places that a particular result appears in a multiplication table grid.

Harder: Explore the different ways that the factors of numbers can be written; for example, 12 = 2x6 or 6x2 or 2x2x3, etc.

There is an extension exercise about finding the number of variations possible.

Division Bandit (CA53)

Solve simple division problems with answers that have remainders.

Easy: Use the fruit machine like device to calculate the remainder as a fraction.

Harder: Calculating the remainder as a decimal.

The student learns how to approach the problem by watching the working out as their solution is marked.

Fair Shares (CA54)

Learn how to divide an amount of money into equal parts.

Easy: The student has to drag coins and notes into place to pay their share. The total equivalent is shown as amounts are added.

Harder: As above, but with no helpful clue as to the totals being achieved.

Group Marks (HD51)

Work with grouped data.

Easy: Make a grouped data table from exam marks. The student can cross out marks as they are accounted for, if they want.

Harder: Turn the grouped data into a bar chart by dragging the bars into place.

Every Chance (HD52)

Basic probability including commonly used terms, and the basics of tossing two or more coins.

Easy: Select the correct place on a probability line for a given event, as reported in the local newspaper.

Harder: Exercise one is about the probability aspects of tossing two coins. Exercise two is about possible Heads and Tails combinations when there are three coins.

The Harder exercise can lead to extended work about the number of possible outcomes when there are four or more coins.

Average People (HD53)

Solve problems using all three averages - mean, mode, and median.

Easy: Requires the student to calculate the mean, mode, and median of five numbers. The activity shows how the correct answer should be calculated.

Harder: Requires the student to calculate the mean, mode, and median of nine numbers.

The harder option requires numbers to be dragged into order before the median is calculated.

Chart Master (HD54)

Solve problems using multiple chart types quickly.

Easy: A revision exercise against the clock and using bar charts, pictograms, tally charts, and line charts.

Harder: As above, but including Venn Diagrams.

The student or teacher can preset the type of charts included.

About Time (ME51)

Work with time displayed in 24-hour format, including time differences.

Easy: Select the correct train to catch by reading the timetable.

Harder: Calculate a time difference. The activity shows the method as follows. Add:

(a) The number of minutes to the next whole hour.
(b) The number of whole hours.
(c) The extra minutes after the last hour.

If there are more than 59 minutes, convert that to hours and minutes.

Golden Digits (NU51)

Understand numbers up to 9,999 written as words.

Easy: Enter the correct digits to represent numbers written in words up to 999.

Harder: Match numbers and words up to 9,999.

If the student enters an incorrect number, then the number they actually entered is displayed.

Wriggly Places (NU52)

Understand how numbers move relative to the decimal point when they are multiplied or divided by 10 or 100.

Easy: Divide or multiply by 10, with a light hearted moving bug to show the principle.

Harder: As above, but covering addition and multiplication by both 10 and 100.

Roll Over (NU53)

Understand how the symbols for greater than and less than are used.

Easy: Introduces inequality signs using an animated ball that creates time pressure in making a decision.

Harder: As above, but with harder numerical examples.

Fishy Numbers (NU54)

Compare numbers up to 999,999 and put them in order of size.

Easy: Put three numbers into order by clicking on moving fish. Numbers up to 9,999.

Harder: Put five numbers into order by clicking on moving fish. Numbers up to 999,999.

The movement of the fish forces students to hold information about the relative magnitude of numbers in their head.

Tangram Teasers (SS51)

Make both given and freehand shapes using a Tangram set.

Easy: Use a five-piece Tangram set to make 20 shapes. Answers are marked.

Harder: As above, but with a seven-piece Tangram set.

There is a free-style design option allowing shapes made to be temporarily saved.

Counting Cubes (SS52)

Solve problems that involve three-dimensional shapes.

Easy: Count the numbers of small cubes used to make up three-dimensional shapes. Up to 18 small cubes are used.

Harder: Each problem starts with larger shapes made of up to 36 small cubes. The student has to say how many are then removed.

Student can look at a clue that lets them examine each layer in turn.

Tile Twisters (SS53)

Understand how reflection and rotation affects how tile patterns are made.

Easy: Reproduce a given tiling pattern using a single tile and rotation.

Harder: Reproduce a tiling pattern using a tile and both reflection and rotation.

Rotate It (SS54)

Understand the relationship between degrees of rotation and the number of degrees in a full circle.

Easy: Reproduce a given rotation pattern by giving the angle needed for the repeated rotation of the shape.

Harder: As above, but specifying both angle and the number of rotations required.

There is a popular free-style option.

Short Multiplication (CA61)

Traditional method for short multiplication.

Easy: Multiply a four-digit number by a one-digit number. Step-by-step instructions are given.

Harder: As above, but the whole calculation has to be completed before it is marked.

There are ten levels of difficulty.

Long Multiplication (CA62)

Traditional method for long multiplication.

Easy: Multiply a three-digit number by a two-digit number. Helpful instructions are given.

Harder: As above, but the student can attempt the lines in any order and is not prompted.

There are ten levels of difficulty.

Short Division (CA63)

This is the traditional method for short division. Note that SUMS supports other methods such as "Chunking" and "Division on the Number Line" (see CA65 and CA66 below).

Easy: Divide a three-digit number by a one-digit number. Step-by-step instructions are given.

Harder: As above, but has to complete the calculation without any prompting.

There are ten levels of difficulty.

Long Division (CA64)

This is the traditional method for long division. Note that SUMS supports other methods such as "Chunking" and "Division on the Number Line" (see CA65 and CA66 below).

Easy: Divide a three-digit number by a two-digit number. Step-by-step instructions are given.

Harder: As above, but without any helpful clues as to method.

There are ten levels of difficulty.

Chunky Division (CA65)

Practical method for solving division problems by building up "chunks" of the answer.

Easy: Divide a three-digit number by a one-digit number. Method is "chunking" where the student takes chunks away from the total required. Each chunk is a multiple of the number they are dividing by.

Harder: As above, but dividing by two-digit numbers.

Some teachers move on to using a traditional method; others prefer to use chunking as their main method.

Division on the Number Line (CA66)

Practical method for solving division problems by moving in known steps along a number line.

Easy: Divide a three-digit number by a one-digit number. Method is "division on the number line" where the student makes steps towards the desired total using a number line as reference. Each step is a multiple of the number they are dividing by.

Harder: As above, but dividing by two-digit numbers.

Some teachers use this alongside "chunking" while others prefer to always use this method.

Perfect Pies (HD61)

Understand and create pie charts.

Easy: Interpret a pie chart that uses simple fractions of a circle. Complete a second-stage question using the data.

Harder: Create an on screen pie chart by supplying the required number of degrees that each section requires.

Data Digger (HD62)

Work with more advanced features of a database.

Easy: Use a single filter to search a database of information, and then interpret the result.

Harder: Use filters on two separate aspects of the data.

The exercise introduces what a larger database looks like, and how it can be searched.

Graph Gremlins (HD63)

Understand and create line graphs.

Easy: Simple multiple-choice questions about various line graphs.

Harder: A line graph has been drawn incorrectly. The student has to look at the table of data and make corrections.

Spinner Winner (HD64)

Understand probability where there are unequal probabilities of certain outcomes.

Easy: The spinner has a set of balls of various colors. The student has to say what the probability of a particular outcome is; for example, that a red ball is selected. An experiment is then run and the student is asked to predict a likely outcome (expectation). The experiment can then be extended.

Harder: More complex questions using numbered balls.

Feather Fractions (NU61)

Solve simple problems using common fractions and low numbers of objects.

Easy: Change the arrangement of a set of objects (bird pictures) to match the given simple fraction.

Harder: As above, but with larger numbers and harder fractions.

Clown Pairs (NU62)

Know how to match top-heavy fractions to their more usual form.

Easy: Matching pairs of equivalent fractions by dragging them together.

Harder: As above, but with harder examples.

The fractions shown on the left are in "top heavy" form. When a pair is matched, both fractions are shown together.

Fraction Monkeys (NU63)

Know how fractions fit on a number line using a common denominator.

Easy: Drag the monkey onto the number line correctly.

Harder: As above, but with harder examples.

If the monkey is placed wrongly, it parachutes off and the student can have another go.

Factor Finding (NU64)

Know how to cancel fractions by finding simple common factors.

Easy: Cancelling simple fractions with a single common factor on the top and bottom.

Harder: Cancelling fractions where there are two common factors to be cancelled.

The graphic shows what is happening as the fraction is cancelled.

Mirror Shapes (SS61)

Reflect shapes in a mirror line.

Easy: The student is directed as to which point is to be entered next.

Harder: Reflection of shapes that touch the mirror line. No prompts are given.

When all of the points have been found, an animation shows the shape being reflected.

Protractor Pro (SS62)

Use a protractor to measure angles to the nearest degree. Also learn the skills of estimating angles. Relevant terms are also introduced.

Easy: How to use the scale, measuring to the nearest five degrees, and the terms acute and obtuse.

Harder: Estimating an angle in advance, and measuring to one degree accuracy. Also includes dragging the protractor into place.

Examples get harder or easier depending upon how the student is performing.

Quad Quiz (SS63)

Know key facts about the special quadrilaterals including special cases.

Easy: A detailed look at each of the special quadrilaterals, including the special cases of the trapezium.

Harder: Test on understanding of aspects such as parallel lines, number of right angles, lines of symmetry, etc.

Word Plot (SS64)

Plot points accurately in two and four quadrants.

Easy: Plot points in two quadrants by following directions to spell out a three-letter word.

Harder: As above, but with four quadrants.

Instant feedback is given when a mistake is made, and guidance is given if student tries to plot in the gaps rather than on the intersection of lines.

Percentages 1 (PERCENT1)

Relating percentages to simple fractions.

Easy: The student looks at a pattern of squares and says what percentage is red. The solution relates fractions and percentages.

Harder: The student clicks on some squares to change them to red in order to make a given percentage.

The exercise is intended to introduce basic percentages that relate easily to fractions, like one half, a fifth, three tenths.

Percentages 2 (PERCENT2)

Calculating discounts expressed as percentages.

Easy: The student is shown an easy method for working out 5%, 10%, and 20%. They then have to apply it to questions concerning discounts given to items purchased in a store.

Harder: The student now has to use a calculator to work out percentages, such as 27% of $32.48.

The student is given an on-screen calculator that gives them the basic functionality that they need. They also need to round their answers as directed.

Percentages 3 (PERCENT3)

Understand how to calculate what percentage one number is of another.

Easy: The student has to first write the numbers as a fraction, and then calculate the answer. They also have to interpret a table of information to find the numbers to use.

Harder: As above, but with slightly harder examples.

The context used is surveys, but the method is standard.

Algebits (ALGEBITS)

Understand that numbers can be represented by letters.

Easy: Evaluate a simple algebraic expression by selecting the correct value for the letter used.

Harder: As above, but negative numbers are used.

The student has to watch the evaluation of the expression before they find out whether their answer is correct.

Algesolv 1 (ALGESOLV1)

Understand the balance method to solve simple algebraic equations.

Easy: Follow step-by-step instructions to solve a problem.

Harder: Solve problems with no guidance.

The keypad provided lets the student enter algebraic expressions.